Bilingual Education Act and English Language Learners
Background
Ohio was the first state to adopt a bilingual curriculum in 1839, combing English and German instruction together. Many other states began to adopt the same styles, such as Louisiana and New Mexico. At the start of the 20th century, around 600,000 schools were teaching partial or entire lessons in German. But during the WWI era, fear of German loyalties prompted schools to teach English-only curriculum, trying to Americanize those groups.
Through the 1920s to the 1960s, there were either no or very limited resources for minorities of different languages. The approach was more of a “sink or swim” approach, where students would be held back until they were adequate enough in the English language. But soon it was obvious that change was needed, as too many students were falling behind. In 1963, in Dale Country, FL, a successful inclusion of a bilingual program for Cuban refugees sparked other communities to incorporate a bilingual curriculum.
It is estimated that there are 5.3 million ELL students in the United States, and over 4,000 ELL students in Maine.
Bilingual Education Act
A lack of bilingual education programs and opportunities can create a challenge for ELL students that may hinder their ability to achieve academic success, may create frustration within the student, and may lower their confidence and/or sense of self. The Bilingual Education Act provided grants for school districts to assist students who have limited English proficiency in the school by assisting them in achieving academic success through bilingual programs.
The goal of many schools is to allow students to learn English along with the utilization of their native language in order to keep them from falling behind their peers academically.
Movement began with the Civil Rights Act, stating "no person shall be denied the benefits of any program receiving federal funding based on color or race". This brought to light the idea that equal education opportunities would require schools assisting students in overcoming language barriers.
Programs:
Transitional Bilingual Education Programs: Involves English instruction combined with use of native language.
Developmental Bilingual Education Programs: Full-time instruction both in native language along with English, aiming for students to become proficient in both languages.
Special Alternative Instructional Programs: Also known as "English Immersion", students are not permitted to use native language.
Provisions/Funding:
The act provided competitive grants issued to school districts with the intention of funding resources and programs to teach students English, train teachers and staff, purchase materials, and create parental involvement projects. Initially there were few guidelines on how this needed to be done.
The Bilingual Education Act has undergone four amendments since 1968:
1974: Clarified intentions of programs and goals to assist bilingual students in participating in the classroom as quickly and effectively as possible.
1978: Clarified the definition of eligible students so that it was expanded to include students who were of limited English proficiency.
1984: Gave local school districts more power and voice in determining the ways in which students would be taught. Specified the above-mentioned programs (3 categories)
1988: States have the power to determine what type of program is needed. This amendment specified need to train and retrain qualified personnel staff.
Uses today and conflict:
Addressing the needs of bilingual students is crucial to provide them the resources to succeed academically and in life. It provides a means of becoming proficient in English without falling behind their peers, protects cultural pride and can preserve one's identity.
The introduction of No Child Left Behind changed the bilingual programs in many schools in 2002 as the funding for bilingual programs was significantly decreased and the requirement of bilingual programs to go through regular evaluation was ended. NCLB puts a heavy focus on standardized testing and assessments that would meet the expected needs of a majority of students, however leave many students, including ELL students, underprepared for assessments.
English Language Learners
Where did this come from? In 1970, the Federal Office for Civil Rights (OCR) issued a memo stating that school districts are responsible for providing equal education to all English Language Learners.
If students cannot effectively participate in the educational program, the district must take affirmative steps to rectify the language deficiency and open instructional programs to students.
-Guidelines for school district to follow program effectively are:
-Identify student as potential ELL
-Assess need for ELL services
-Develop program that has reasonable chance for success
-Necessary staff, materials, facilities, are in place and used properly
-Appropriate evaluation standards
-Assess success of program and modify as needed
What are the Maine laws related to ELL?
-Each school must have a Home Language Survey to give all newly enrolled students Pre-K-12 to identify possible English Language Learners.
-Once identified the student must take the W-APT or MODEL test to place the student in an appropriate ELL service.
-It is required that the program be overseen by a Maine ELL endorsed teacher.
-There must be exit criteria in place. This means scoring a Level 6 composite score on the states English Language Proficiency assessment.
-Students must take ACCESS for ELL assessments. They must do this until they reach a proficient level as defined by the exit criteria above.
Do’s and Don’ts with your English Language Learners in your Classroom -Model expectations for students, do not tell simply tell them what you expect. -Speak slowly and clearly and allow students wait-time to understand and respond in speaking and writing. -Use visual cues, sketches, gestures, intonation, and other non-verbal cues to make directions easier to understand. -Teach with visual representations of concepts. -Give verbal and written instructions. -Regularly check for understanding. Ex: thumbs up, down, or sideways to let know if directions are clear. -Encourage students to build literacy skills in home language.
Background
Ohio was the first state to adopt a bilingual curriculum in 1839, combing English and German instruction together. Many other states began to adopt the same styles, such as Louisiana and New Mexico. At the start of the 20th century, around 600,000 schools were teaching partial or entire lessons in German. But during the WWI era, fear of German loyalties prompted schools to teach English-only curriculum, trying to Americanize those groups.Through the 1920s to the 1960s, there were either no or very limited resources for minorities of different languages. The approach was more of a “sink or swim” approach, where students would be held back until they were adequate enough in the English language. But soon it was obvious that change was needed, as too many students were falling behind. In 1963, in Dale Country, FL, a successful inclusion of a bilingual program for Cuban refugees sparked other communities to incorporate a bilingual curriculum.
It is estimated that there are 5.3 million ELL students in the United States, and over 4,000 ELL students in Maine.
Bilingual Education Act
A lack of bilingual education programs and opportunities can create a challenge for ELL students that may hinder their ability to achieve academic success, may create frustration within the student, and may lower their confidence and/or sense of self. The Bilingual Education Act provided grants for school districts to assist students who have limited English proficiency in the school by assisting them in achieving academic success through bilingual programs.The goal of many schools is to allow students to learn English along with the utilization of their native language in order to keep them from falling behind their peers academically.
Movement began with the Civil Rights Act, stating "no person shall be denied the benefits of any program receiving federal funding based on color or race". This brought to light the idea that equal education opportunities would require schools assisting students in overcoming language barriers.
http://pages.vassar.edu/children-of-immigration/
Programs:
Transitional Bilingual Education Programs: Involves English instruction combined with use of native language.
Developmental Bilingual Education Programs: Full-time instruction both in native language along with English, aiming for students to become proficient in both languages.
Special Alternative Instructional Programs: Also known as "English Immersion", students are not permitted to use native language.
https://www.mtholyoke.edu/offices/comm/csj/032202/education.shtml
Provisions/Funding:
The act provided competitive grants issued to school districts with the intention of funding resources and programs to teach students English, train teachers and staff, purchase materials, and create parental involvement projects. Initially there were few guidelines on how this needed to be done.
The Bilingual Education Act has undergone four amendments since 1968:
1974: Clarified intentions of programs and goals to assist bilingual students in participating in the classroom as quickly and effectively as possible.
1978: Clarified the definition of eligible students so that it was expanded to include students who were of limited English proficiency.
1984: Gave local school districts more power and voice in determining the ways in which students would be taught. Specified the above-mentioned programs (3 categories)
1988: States have the power to determine what type of program is needed. This amendment specified need to train and retrain qualified personnel staff.
Uses today and conflict:
Addressing the needs of bilingual students is crucial to provide them the resources to succeed academically and in life. It provides a means of becoming proficient in English without falling behind their peers, protects cultural pride and can preserve one's identity.
The introduction of No Child Left Behind changed the bilingual programs in many schools in 2002 as the funding for bilingual programs was significantly decreased and the requirement of bilingual programs to go through regular evaluation was ended. NCLB puts a heavy focus on standardized testing and assessments that would meet the expected needs of a majority of students, however leave many students, including ELL students, underprepared for assessments.
English Language Learners
Where did this come from?
In 1970, the Federal Office for Civil Rights (OCR) issued a memo stating that school districts are responsible for providing equal education to all English Language Learners.
If students cannot effectively participate in the educational program, the district must take affirmative steps to rectify the language deficiency and open instructional programs to students.
-Guidelines for school district to follow program effectively are:
-Identify student as potential ELL
-Assess need for ELL services
-Develop program that has reasonable chance for success
-Necessary staff, materials, facilities, are in place and used properly
-Appropriate evaluation standards
-Assess success of program and modify as needed
What are the Maine laws related to ELL?
-Each school must have a Home Language Survey to give all newly enrolled students Pre-K-12 to identify possible English Language Learners.
-Once identified the student must take the W-APT or MODEL test to place the student in an appropriate ELL service.
-It is required that the program be overseen by a Maine ELL endorsed teacher.
-There must be exit criteria in place. This means scoring a Level 6 composite score on the states English Language Proficiency assessment.
-Students must take ACCESS for ELL assessments. They must do this until they reach a proficient level as defined by the exit criteria above.
Do’s and Don’ts with your English Language Learners in your Classroom
-Model expectations for students, do not tell simply tell them what you expect.
-Speak slowly and clearly and allow students wait-time to understand and respond in speaking and writing.
-Use visual cues, sketches, gestures, intonation, and other non-verbal cues to make directions easier to understand.
-Teach with visual representations of concepts.
-Give verbal and written instructions.
-Regularly check for understanding. Ex: thumbs up, down, or sideways to let know if directions are clear.
-Encourage students to build literacy skills in home language.
Sources:
http://www.rethinkingschools.org/restrict.asp?path=archive/12_03/langhst.shtml
http://www.migrationinformation.org/integration/ellcenter.cfm
http://www.educationlawconsortium.org/forum/2005/papers/hillner.pdf
www.ncela.gwu.edu/faqs/view/6
http://pages.vassar.edu/children-of-immigration/education/bilingual-education/
mainedoenews.net/2011/09/07/legal-requirements-english-learners/
www.edutopia.org/blog/esl-ell-tips-ferlazzo-sypnieski
CRS Report for Congress- Bilingual Education: An Overview by Patricia Osorio-O'Dea
**http://www.ncela.gwu.edu/files/rcd/BE021037/Fall88_6.pdf**
**http://www.nlci.org/press/Past%20articles/bilinged.htm**
Image Sources:
http://pages.vassar.edu/children-of-immigration/education/bilingual-education/
https://www.mtholyoke.edu/offices/comm/csj/032202/education.shtml